Correlational study between learning style and reading comprehension at university level students
- DOI
- 10.2991/iconprocs-19.2019.9How to use a DOI?
- Keywords
- Learning style, reading comprehension, correlation.
- Abstract
Each learner in the classroom receives and processes information in a unique way which makes the students distinct from one to the others, some learners may have a combination of learning styles. So for a teacher it is really important to identify the learning style of his/her students so that the teacher should be able to use a variety of teaching techniques that are best to cater to all types of learners in their classroom. This study was conducted to investigate the correlation between learning styles and reading comprehension, to find out its relationship, its effect on reading comprehension and to know what is the best learning style in learning reading comprehension. This study is a correlational study of variables to determine the existence of a possible relationship between the two variables. This study was implemented on seventeen of graduate students, and to identify students’ learning styles and their reading ability questionnaires and documents were used in gathering the data. After analysing the data the result showed that there was a positive but low relationship between the two variables which come to the conclusion that students’ learning style has only a minor effect on their reading comprehension ability.
- Copyright
- © 2019, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Muhammad Rujani PY - 2019/05 DA - 2019/05 TI - Correlational study between learning style and reading comprehension at university level students BT - Proceedings of the First International Conference on Progressive Civil Society (ICONPROCS 2019) PB - Atlantis Press SP - 45 EP - 50 SN - 2352-5398 UR - https://doi.org/10.2991/iconprocs-19.2019.9 DO - 10.2991/iconprocs-19.2019.9 ID - Rujani2019/05 ER -